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Loveless, Tom

doi:10.1353/pep.2000.0002

Cited by 20 publications

(30 citation statements)

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“…A strong predictor of choice is student motivation (Martin, Anderson, Bobis, Way, & Vellar, 2012), and research has yet to determine the relation between changing algebra policies (any policy that guides the placement of students into algebra courses) and students’ motivation for mathematics. Recent studies raise questions about the educational effectiveness of enrolling larger proportions of students in algebra courses, suggesting that eighth-grade algebra enrollment may have unintended negative consequences such as lower mathematics test score growth for students who enter the course with relatively low mathematics skills (Clotfelter, Ladd, & Vigdor, 2012; Domina, 2014; Loveless, 2008). We hypothesize that declining student motivation in mathematics may help to explain these disappointing findings.…”

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confidence: 99%

Eighth-Grade Algebra Course Placement and Student Motivation for Mathematics

2016

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This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics.

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confidence: 99%

Eighth-Grade Algebra Course Placement and Student Motivation for Mathematics

2016

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“…The fact that skills and procedures are easier to measure in a technically adequate manner does not diminish the importance of and need for assessment tools that tap conceptual understanding. Procedural fluency in algebra is essential, but it must be balanced with a strong conceptual understanding (Alberti, 2012; Loveless, 2013). As the K-12 mathematics landscape shifts with the CCSS-M and more students enroll in algebra courses than ever before, technically adequate algebra assessment measures have potential to support teachers by identifying students with disabilities and others at risk for poor performance in algebra and evaluating the effects of efforts to provide intervention to improve their achievement.…”

Section: Implications For Practice and Researchmentioning

confidence: 99%

Technical Adequacy of Procedural and Conceptual Algebra Screening Measures in High School Algebra

Genareo

Foegen

Dougherty

et al. 2019

Assessment for Effective Intervention

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Although algebra often functions as a gatekeeper to higher-level mathematics courses and higher education admissions, few quality measures exist for assessing conceptual understanding. This study explored the technical adequacy of three procedural and two conceptual algebra screening measures. We administered three rounds of assessments throughout an algebra course to 2,021 secondary students of 31 teachers in three states. Assessments included procedural and conceptual screening measures and additional criterion measures: teacher ratings of students’ algebra proficiency, course grades, results of two project-specific algebra proficiency exams, and state test scores. Descriptive and correlation analyses were used to investigate measure scores, alternate-form and test–retest reliability, concurrent validity, and predictive validity. Procedural measure results indicated high levels of reliability ( r = .72–.99), and moderate concurrent and predictive validity ( r = .36–.64; .36–.58). The conceptual measures produced moderate to low levels of validity ( r = .10–.44). The procedural measure results suggest they may be suitable for use as screening measures, pending further revision and diagnostic testing, while the conceptual measures did not produce acceptable results for current implementation. The findings contributed to measure redesigns to bolster their use as mathematics proficiency assessments with algebra students.

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“…Loveless (2014, 2016) has investigated this question using state NAEP. His work starts to address some of the design issues that affect the crude mean score change analyses mentioned above.…”

Section: What Is the Effect Of Common Core Standards On Student Outcomentioning

confidence: 99%

Is Common Core “Working”? And Where Does Common Core Research Go From Here?

Polikoff

2017

AERA Open

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Five years into the Common Core "experiment," what do we know about the implementation and effects of the standards? Answering this question was the primary goal of this special topic. The answer, it turns out, is not as satisfying as we might like. In this article, I review both the articles that were published under the topic and my broader sense of where the literature is and where it needs to go. This introduction is organized under these two key questions. However, I start with the impact question because I think it is of more interest to policy makers. What Is the Effect of Common Core Standards on Student Outcomes?

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Cited by 20 publications

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Eighth-Grade Algebra Course Placement and Student Motivation for Mathematics

Eighth-Grade Algebra Course Placement and Student Motivation for Mathematics

Technical Adequacy of Procedural and Conceptual Algebra Screening Measures in High School Algebra

Is Common Core “Working”? And Where Does Common Core Research Go From Here?

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